Analysis of the relationship between the writing skills self-efficiency and the writing anxieties of foreign students studying in 11th and 12th grades

The aim of the study is to analyze the relationship between writing skill self-efficacy and writing anxiety of 11th and 12th grade students learning Turkish as a foreign language. In this respect, students studying in the 11th and 12th grades of International Anatolian Imam Hatip High Schools, 1 from Sivas and 4 from Istanbul in the 2021-2022 academic year, were selected as samples. Relational survey model, one of the quantitative research methods, was used in the research. Personal information form, 'Writing Skills Self-Efficacy Scale for Foreigners Learning Turkish as a Second Language' developed by Büyükikiz (2013) and 'Writing Anxiety Scale for Those Who Learn Turkish as a Foreign Language' developed by Şen and Boylu (2017) were used to collect the data of the study. In the analysis of the data, arithmetic mean, percentage and standard deviation analyzes were used. Accordingly, in order to test the significance of the difference between the groups, t-test was used for the variables of gender, class, age, duration of learning Turkish, and duration of stay in Turkey; one-way analysis of variance (ANOVA) was performed on the variables of reading frequency in Turkish, frequency of writing in Turkish, continent of country and mother tongue. As a result of the research, it was found that the students' writing self-efficacy perceptions were above the average. While it was not determined that writing self-efficacy did not show a statistically significant difference in terms of gender, age, duration of stay in Turkey; statistically significant differences were determined in terms of class, duration of learning Turkish, frequency of reading Turkish books, frequency of writing in Turkish, country and mother tongue. In terms of writing anxiety, it was determined that foreign students were moderately anxious. In the action-oriented anxiety sub-dimension, there is no statistically significant difference according to the variables of class, age, duration of learning Turkish, duration of stay in Turkey, country and mother tongue; a statistically significant difference was found in the variables of gender, frequency of reading Turkish books and frequency of writing in Turkish. In the sub-dimension of environmental-oriented anxiety, a significant difference was found in terms of class, duration of learning Turkish, and duration of stay in Turkey; no statistically significant difference was determined in terms of gender, age, frequency of reading Turkish books, frequency of writing in Turkish, country and mother tongue. Finally, according to the correlation analysis conducted to analyze the relationship between the writing self-efficacy perceptions of foreign students studying in the 11th and 12th grades and their writing anxiety, a negative, weak and statistically significant relationship was found between the self-efficacy levels of the students participating in the research and their writing anxiety.